Scenarios and Suggestions: Literacy Instruction for English Language Learners
Addressing Diversity in Literacy Instruction
ISBN: 978-1-78714-049-3, eISBN: 978-1-78714-048-6
Publication date: 3 November 2017
Abstract
The purpose of this chapter is to identify specific instructional strategies to help English language learners develop literacy skills. Potential difficulties in areas of decoding, vocabulary, and fluency are explored along with suggestions to implement effective instruction. The intention of this chapter is not to be a research document, but a pragmatic guide for educators of English language learners. Through reflective practice and backed by research, I walk readers through classroom and professional development scenarios and also present ways to effectively support the emerging literacy skills of English language learners. Readers will be presented with research-based instructional methods shown to enhance crucial early literacy skills for English language learners along with practical suggestions for teachers to put research into practice in the classroom. Scenarios and research-based practices illuminate how to effectively work with English language learners. Research-based evidence is presented, showing that English language learners go through the same developmental milestones as native English-speaking students, but may require some additional modifications along with explicit instruction. The chapter describes how teachers can build foundational reading skills for English language learners, something that is crucial for later academic success.
Keywords
Citation
Dussling, T. (2017), "Scenarios and Suggestions: Literacy Instruction for English Language Learners", Ortlieb, E. and Cheek, E.H. (Ed.) Addressing Diversity in Literacy Instruction (Literacy Research, Practice and Evaluation, Vol. 8), Emerald Publishing Limited, Leeds, pp. 73-88. https://doi.org/10.1108/S2048-045820170000008005
Publisher
:Emerald Publishing Limited
Copyright © 2017 Emerald Publishing Limited